Outstanding – Out of Reach???

1. “We can’t be outstanding with all of this mobility!” “Never in a million years!!!” Outstanding – Out of Reach??? • Episkopi Primary School • Kay Garner Carole Yates

2. The Worry Box – what would you put in?

3. Worries - headteachers We don’t have children long enough to make a difference Attitude of children or attitude of parents – no real commitment to school Children are not as bright as the children we have Learning time is lost every time the children move school Children bring poor learning habits and are more difficult to teach We don’t know where children are in their learning – lack of paperwork Service children are easily distracted and sometimes badly behaved Service children have extra baggage – deployment of parents Our results will go down Children can’t achieve so well because they have moved around so much

4. Worries – service families Attitude of teachers towards children who will move on Are teachers interested in my child’s well being, or just focussed on getting results so won’t bother as much? Will teachers invest in my children if they know we are only here for 2 years? Will my children feel safe and secure and confident to learn? Repetition of topics – Ancient Egyptians/Tudors 3 times My child’s special needs won’t be met because the process takes so long and the next school starts again Schools pre-judge and think because we are infantry parents we are not educated

5. Children are children!

6. Outstanding: for the Ofsted Badge or for the Goldfish?!

7. Making the 1% gains at EPS… Which areas could we identify to make those 1% gains? High quality teachers and support staff Making transition a positive experience Assuring data accuracy and AfL High quality leaders across all aspects of school High quality learning experiences for children Building learning power  high levels of pupil engagement Making the most of what makes us different – including our locality

8. High quality teachers and support staff Pupils make outstanding progress during their time in this school as a result of the high quality teaching they receive. HMI March 2013 The school has many strengths, but we feel the biggest strength are your fantastic teachers. Our children have come on in leaps and bounds thanks to Mr. X and Mr. Y Parent comment Sept. 2014 When asked what was special about their school, a group of Year 6 pupils responded: ‘teachers’. They went on to explain that ‘teachers push you to the limit and help you all the way’. Indeed, teachers have high expectations of pupils to achieve the very best they can. HMI March 2013

9. Making the 1% gains at EPS… Which areas could we identify to make those 1% gains? High quality teachers and support staff Making transition a positive experience Assuring data accuracy and AfL High quality leaders across all aspects of school High quality learning experiences for children Building learning power  high levels of pupil engagement Making the most of what makes us different – including our locality

10. Our job as senior leaders is to make the transition process as easy as possible for families, children AND TEACHERS Introductions and school tours with SLT – we want to meet you Explanation of expectations – we want you to know where you stand in our school:parent partnership New entrant information – we care about your child and their learning Class admissions/leavers record – we care about your child being in the right class for them Two week ‘promise’ – we want to know your child has settled and is learning and we want you to work with us to be a part of their future learning Chase up of data – we want to build on your child’s previous learning Child’s needs (SEN/MA& G+T) met in groupings – we assess quickly and intervene to meet your child’s learning needs asap “Transition between schools is exceptionally well managed to ensure that no learning time is lost.” HMI 2013 Both my boys settled quickly at Episkopi Primary, making lots of new friends and got on really well with the teachers. The reward certificates helped them to feel secure and settled in the beginning and reinforced their positive efforts throughout. Parent comment October 2014 Transitions between schools are managed exceptionally efficiently and effectively so pupils settle very quickly. They told inspectors ‘we make friends in seconds because everyone is so welcoming’. HMI 2013

11. Timeline Prior contact Prior contact Docs from previous school SCE SEN Enquiry Admission paperwork Admission paperwork Admission paperwork Docs from previous school Docs from previous school Local SEN Enquiry SEN Assessment SEN Assessment 2 week P/T interview 2 week P/T interview 2 week P/T interview Docs from previous school ?? Half termly assessment onto school database Half termly assessment onto school database Half termly assessment onto school database SEN meeting with parent + register with CEAS

14. Making the 1% gains at EPS… Which areas could we identify to make those 1% gains? High quality teachers and support staff Making transition a positive experience Assuring data accuracy and AfL High quality leaders across all aspects of school High quality learning experiences for children Building learning power  high levels of pupil engagement Making the most of what makes us different – including our locality

15. Assuring data accuracy and AfLTrackingPupil Progress • Teachers keep meticulous records of what pupils know, understand and can do already to ensure that lessons build on existing knowledge in a systematic way. HMI 2013 • Tracking pupil progress is more difficult with a mobile population – your systems need to be robust and clearly able to demonstrate that the longer pupils stay with you, the better the progress they make. The importance of getting prior data cannot be underestimated. We want there to be no learning time lost and that means taking children from where they are... • You need to be able to prove that children have value added to them while they are at YOUR school. This means that where you don’t agree with a previous school’s assessments that you have a clear audit trail with work evidenced to prove that children are at the levels your teachers have assessed them at. • In the current ‘no levels’ scenario this is going to be even more difficult as you will receive a variety of different systems of gradings of ARE. Teachers’ ability to assess children on arrival is key – and they need to be confident in their planning of individual next steps to ensure that children are maximising their potential as quickly as possible. Service children can’t afford to lose learning impetus every time they move.

16. Assuring data accuracy and AfLPupil Progress Meetings ABVs Termly meetings held between leaders and teachers about the progress that pupils are making are underpinned by teachers’ expert knowledge of their pupils. Meticulous systems for tracking pupils’ progress ensures that any intervention can be swift if any pupils are not keeping up the high standards expected. HMI 2013

17. Assuring data accuracy and AfL

18. Assuring data accuracy and AfL

19. Assuring data accuracy and AfL

20. Making the 1% gains at EPS… Which areas could we identify to make those 1% gains? High quality teachers and support staff Making transition a positive experience Assuring data accuracy and AfL High quality leaders across all aspects of school High quality learning experiences for children Building learning power  high levels of pupil engagement Making the most of what makes us different – including our locality

21. High quality leaders across all aspects of school Leadership is developing well at all levels because all teachers have some leadership responsibilities. HMI 2013 • Leading by example - walking the talk. • Everyone a leader, everyone a learner. Curriculum Teams nurture young talent and promote every teacher being responsible for leading within their phase. • Inspiring others through excellent Performance Management and proactive monitoring and evaluation. • Building capacity for the future - leaders of today creating the leaders of tomorrow.

22. High quality leaders across all aspects of school What do leaders do to make us outstanding? It would not be possible if the SLT and especially the Head were not constantly influencing every aspect of the learning/teaching day. Office Staff • Robust monitoring on every level and improvements made where required: • lead by example • Share their expertise • Stay ahead of the game • (subject knowledge) • passion, drive, focus! • COMMITMENT • Middle Leader

23. High quality leaders across all aspects of school I am confident that they are experts in their roles. They drive teaching and learning forward and challenge us to be the best we can be. RQT

24. Performance Management • Performance management, not just performance judgement. Teachers need to have confidence in you as a leader that you know not only what the whole school needs to do to improve, but also that you know how to help each individual teacher move their practice  good  outstanding. • The best performance management is done through coaching and supporting teachers to improve in each aspect of their teaching (marginal gains!)– but it is also about never accepting mediocrity or making excuses. • New staff need to come up to your ‘mark’ as soon as they arrive. People (and children) live up to or down to your expectations of them. • Provide your new staff, families and children with clear, well-defined systems that allow your school to grow no matter who comes and goes – even you! • Give your teachers the security of knowing where they stand – praise and nurture three times as much as you challenge! • Be disappointed sometimes! High quality leaders across all aspects of school Checks on the quality of teaching are regular and uncompromising. The headteacher sets high expectations of teachers, matched by support and guidance. Professional development and coaching are part of the school’s systematic approach to developing the skills of all staff. HMI 2013

25. Making the 1% gains at EPS… Which areas could we identify to make those 1% gains? High quality teachers and support staff Making transition a positive experience Assuring data accuracy and AfL High quality leaders across all aspects of school High quality learning experiences for children Building learning power  high levels of pupil engagement Making the most of what makes us different – including our locality

26. High quality learning experiences for children Pupils are highly motivated by the rich, engaging learning experiences that capture their interests. HMI 2013 Battle of Bosworth • Role Play – Billeting Office • Viking Raids Multicultural Day

27. High quality learning experiences for children Teachers have high expectations that all pupils will achieve their potential and realise this expectation by giving them challenging work to do. Ofsted March 2013 Asking and answering higher order questions. Enquiry, research, and communication. Ancient Egyptian Living Museum. Knowledge and understanding – ‘Make a working model of a hinge joint.’

28. Making the 1% gains at EPS… Which areas could we identify to make those 1% gains? High quality teachers and support staff Making transition a positive experience Assuring data accuracy and AfL High quality leaders across all aspects of school High quality learning experiences for children Building learning power  high levels of pupil engagement Making the most of what makes us different – including our locality

29. Building learning power  high levels of pupil engagement

30. Making the 1% gains at EPS… Which areas could we identify to make those 1% gains? High quality teachers and support staff Making transition a positive experience Assuring data accuracy and AfL High quality leaders across all aspects of school High quality learning experiences for children Building learning power  high levels of pupil engagement Making the most of what makes us different – including our locality

31. The school draws very effectively on the locality as a resource for the many learning experiences which help pupils to appreciate greatly their time in Cyprus. Ofsted March 2013 Year 4 Local Environment Topic – comparing a mountain village with a seaside village Pissouri Village Study – mapping skills, identifying facilities for tourists Omodos Village Study – learning about local crafts and traditions

32. The curriculum provides an exceptional breadth of experiences and events, including many cultural activities, which contribute significantly to pupils’ learning and all-round personal development. The interesting and lively way that topics are introduced capture pupils’ natural enthusiasm for learning. Ofsted March 2013 Multicultural Fair Why are whales’ teeth given to the bride? What do you believe? Why? What food do they eat in Nepal?

33. Outstanding: Context? “Episkopi is a primary school doing an outstanding job in challenging circumstances. Despite incredible mobility issues, they not only survive, but also flourish. This is largely due to an unswerving desire to do the absolute best for their children regardless of how long they attend the school. From building and fostering positive relationships to creatively shaping their curriculum, no stone is left unturned in meeting the needs of the community they serve.” Jonathan Lear Guerilla Education

34. Episkopi Primary School: Context Challenging circumstances? Incredible mobility issues? NOR – currently 393 – at Inspection March 2013 30633% increase from April 2013 to 396 in April 2014 – we are never full! Mobility 2013/14 – pupils  160 arrivals + 83 leavers - teaching staff  24% - support staff  80% - office staff  80% End of Y5 on track for combined RWM 2012- 2013 cohort = 95% ARE (L4+) = 52% ARE+ (L5+) New Y6 cohort on track for RWM 2013/14 = 50% ARE (L4+) = 10% ARE+ (L5+)

35. Robust conversations - No Excuses! Why are maths results so poor? (85% L4 20% L5) In order to quantify progress made in Y6, we need to look at progress made from Y2 – Y5, and then the progress made during Y6 at EPS Average progress for 3 years Y2 – Y5 = 30 ÷ 3 years = 10 ÷ 10 = 1 sub level per year Average progress in 1 year in Y6 = 32 1 year = 32 ÷10 = 3.2 sub levels per year Massively accelerated progress in Y6 for new cohort with 60% making greater than expected progress.

36. Episkopi Primary School: Context Challenging circumstances? Incredible mobility issues? Beautiful location over looking the Mediterranean Sea! Excellent parent and military support Excellent commitment and high expectations from all staff –especially SLT Fantastic, highly committed teachers determined to do the best for children in the short time they are with us What can we do to prepare our staff for battle/OFSTED? What do we need to do during battle/OFSTED? What do we need to have done before/OFSTED? How can we be confident we will be victorious?

37. Whole School Ethosby Episkopi Primary School Staff To be outstanding we have to stand out – how do we do this at Episkopi Primary School? “Continual improvement year on year. Although everything is there – it’s not taken as a given. Our personalities and strengths are valued and shine in our teaching.”(KK) “I have never worked in such a good school. Focus is always on children and every support is provided to ensure children learn.” (RM) “SLT are 100% behind what you want to try. There is a positive culture of support towards risk taking.” (HR) “The culture and attitude of being part of this learning community means we are collaborative and support each other. I am confident to ask and answer questions. And… Carole is never in her office, she’s always around school.” (ED) “I have never worked in a school where the DHT is so hands-on” (CS) “This is the only school I have ever taught in where all the staff are pulling together in the same direction; there are no cliques. I believe Episkopi will continue to be outstanding because both children and staff have one goal and that is to achieve excellence.” (KG) “Episkopi Primary has a strong sense of community where staff, parents and children all work together to provide the best education for everyone. The staff are fantastic and without observing them , help from management and being given wonderful opportunities I would not have grown as much as I have during this practice.” (ET) ‘Episkopi is so good because of the achievements and commitment of all the staff who continuously strive to do their utmost for every child. This is a direct reflection of the principles and management of HT and DHT” (AMc)